CURRÍCULO E PRÁXIS NA FORMAÇÃO DE PROFESSORES: UMA ANÁLISE DO CURSO DE LICENCIATURA EM MÚSICA DA UNIVERSIDADE ESTADUAL DE PONTA GROSSA

• Ano de defesa: 2013
• Autor(a) principal: Pereira, Melissa Pedroso da Silva
• Orientador(a): Subtil, Maria José
• Banca de defesa: Trojan, Rose Meri , Mainardes, Jefferson
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: UNIVERSIDADE ESTADUAL DE PONTA GROSSA
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Educação
• País: BR
• Palavras-chave em Português: licenciatura; currículo em música; formação de professores
• Palavras-chave em Inglês: degree; music program; teachers education
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede2.uepg.br/jspui/handle/prefix/1355

This paper presents a construction process analysis of the curricular proposals of the Degree in Music Universidade Estadual de Ponta Grossa/Paraná (UEPG – State University of Ponta Grossa/Paraná) in 2002 and 2008. The aim of the research was to contextualize historically the 2002 and 2008 curricula implementation process, its fundamentals and concepts; to identify the Music undergraduates‟ academic education from the perspective of the selected Curricula; to question, from the graduates‟ perspective, the articulation of the 2002 course with the graduates' demands on professional practice, establishing a comparison with the 2008 curricular proposal to analyze how the 2008 curriculum responds or does not respond to the limitations presented by the graduates and to what extent the program reform has contributed to meet the demands on teachers' practice after graduation. Historical and dialectical materialism was used as theoretical methodological framework, especially the categories of totality, contradiction and mediation from Marx‟s ideas and Frigotto‟s interpretation (2004), Cury (1987), Cheptulin (2004), and praxis according to Vázquez (1977). For discussion of the role of art in society, ideas from Vázquez (1977), Canclini (1984), Fischer (1987) and Peixoto (2003) were used. Regarding curricular issues, reflections are contained in Sacristán (2000); Silva (2008) and Silva (2011); to understand the different conceptions of teachers‟ education process for the Degree in Arts/Music Course, Bellochio (2003), Cereser (2004), Fonterrada (2008), Fucci Amato (2006), Fuks (1991), Queiroz; Marinho (2005); Souza (1997); Subtil (2008, 2009a, 2009b, 2011, 2012); Penna (1995, 2004, 2008, 2008b) and Pires (2003) productions were used. Research data were obtained through documentary analysis of the processes that led to the creation and implementation of UEPG‟s courses, as well as the programs prescribed by the two pedagogical projects of the course. Also, 2002 Degree in Music graduates filled out a questionnaire, aiming to understand their perception about their education process and practical performance. The research showed that idiosyncrasies from the previous education process and during the Degree in Music course led sampled individuals to polarized positions regarding the effectiveness and adequacy for the 2002 program, but allowed to realize the advances and setbacks left in the 2008 program in order to maximize the undergraduates‟ formation concerning their adequacy for the legal apparatus that rules their educational process and also in relation to the demands and requirements of their professional performance in Elementary Education.